# data[].attributes.body
Dyslexia is a neurological learning disability that affects a person's ability to read, spell, write, and sometimes speak. It is not related to intelligence but is caused by differences in how the brain processes language. Dyslexia primarily impacts phonological processing, making it difficult for individuals to recognize and decode words.

Characteristics of Dyslexia:

Reading Difficulties: Struggles with decoding words, slow reading rate, and difficulty recognizing common sight words.

Phonological Awareness Challenges: Difficulty identifying and manipulating sounds in words, such as rhyming or breaking words into syllables.

Spelling and Writing Issues: Frequent spelling errors, difficulty remember letter sequences, and challenges with written expression.

Difficulty with Fluency: Slow and laborious reading, often requiring extra time to complete reading assignments.

Working Memory Problems: Struggles with remembering instructions, letter sequences, or new vocabulary.

Letter and Word Reversals: May mix up letters like "b" and "d" or read words like "was" as "saw" (though this is not the primary symptom of dyslexia).

Difficulty with Learning a Second Language: Challenges with pronunciation, spelling, and grammar in additional languages.

Dyslexia is a lifelong condition, but early intervention and structured literacy instruction based on the Science of Reading can help individuals develop effective reading and writing skills.

Article: What is Dyslexia?-IDA

# data[].attributes.wish_content.attachment_props.alternative_text
supporting dyslexic students in the classroom

# data[].attributes.body
Early Signs: Trouble with learning to speak, slow to develop vocabulary, difficulty recognizing rhymes or segments of words, and confusion with letter reversals.

Later signs: Difficulty reading fluently, problems with spelling, and slow writing with frequent spelling mistakes.

Resource: Signs and Symptoms of Dyslexia-IDA

# data[].attributes.attachment_link.description
The signs of dyslexia can appear as early as preschool. Whether you’re a parent or teacher— or think …

# data[].attributes.body
Genetic Factors: Research suggests that dyslexia tends to run in families, and genetic components contribute to the likelihood of a child having dyslexia.

Brain Differences: Studies have shown that individuals with dyslexia process written and spoken language differently in the brain. Brain imaging technology shows differences in how their brains activate when reading.

Research Article: The Science of Dyslexia-IDA

# data[].attributes.attachment_link.readable_text
Is dyslexia a form of autism?

No, dyslexia and autism are separate conditions. Autism spectrum disorder and specific learning disorder (including dyslexia and the other two subtypes) all fall under neurodevelopmental disorders. But they aren't the same thing. You can have both at once, but having them at the same time doesn't mean one causes the other.

Similarly, dyslexia and attention-deficit/hyperactivity disorder (ADHD) are also separate conditions. Like autism, ADHD is in the same class as specific learning disorder, and you can also have both ADHD and dyslexia at the same time. However, they're also independent of each other, meaning having both doesn't mean one caused the other.

Is dyslexia always a learning disability?

No, dyslexia isn't always a learning disability. While developmental dyslexia (the learning disability form) is the most common type, another type is possible but much less common.

Acquired dyslexia is a form that can develop later in life. It's almost always due to another medical event or condition. Damage to your brain can disrupt processes like reading. It's most common with damage from a stroke, head injury or other illness that can injure your brain.

Is dyslexia a visual problem that causes letters to appear flipped or rotated?

Sometimes, but not always. Dyslexia is a condition that can affect your perception of letters and writing. However, not everyone experiences the exact same symptoms of dyslexia.
A note from Cleveland Clinic
Having dyslexia can be frustrating or embarrassing at any age. For children, it can be a major source of fear or anxiety, especially if they don't know why they struggle to do something that others don't have trouble with. If you or your child has dyslexia, it's important to remember that it's a widespread condition. It's also not a sign that you're less intelligent, unmotivated or lazy. It's a difference in how your brain works. It creates challenges for you but doesn't have to stand between you and your goals.

If your child's teacher suspects your child has dyslexia, you can get help. Talk to your child's healthcare provider, teacher or their school administrators and specialists to learn more about how you can help your child manage and even overcome their dyslexia.

# data[].attributes.attachment_link.title
Dyslexia: Finding a Way To Overcome Reading Difficulties

# data[].attributes.attachment_link.description
Dyslexia is a learning disability that disrupts your ability to read. But it doesn't have to stand in the way of success.

# data[].attributes.body
Multisensory Approach: Techniques like Orton=Gillingham approach that integrate visual, auditory, and kinesthetic learning are particularly effective for students with dyslexia.

Structured Literacy: This approach involves explicit, systematic teaching of phonics vocabulary, and grammar.

Video Resource: Multisensory Strategies for Dyslexia-YouTube

# data[].attributes.headline
Accommodations for Student with Dyslexia

# data[].attributes.subject
Accommodations for Student with Dyslexia

# data[].attributes.body
Reading and Writing Supports: Providing extra time on tests, allowing oral presentations, and using audio books.

Technological Tools: Text to speech software like Kurzwel or speech to text programs can help dyslexic students complete assignments and read more effectively.

Resource Article: Accomodations for Dyslexia-IDA

# data[].attributes.headline
Supporting Dyslexic Students in the Classroom

# data[].attributes.subject
Supporting Dyslexic Students in the Classroom

# data[].attributes.body
Classroom Modifications: Using clear and simple instructions, offering visual aids, and providing frequent breaks to manage cognitive load.

Collaboration with Teaching: Paraprofessionals should work closely with teachers to monitor student progress and assist with individual interventions.

Video Resource: Supporting Dyslexic Students-Teacher Training

# data[].attributes.attachment_link.title
Dyslexia Awareness | Tips for Teaching Children with Dyslexia | Twinkl

# data[].attributes.headline
The Role of Paraprofessionals in Supporting Dyslexic Students

# data[].attributes.subject
The Role of Paraprofessionals in Supporting Dyslexic Students

# data[].attributes.body
Personalized Support: Paraprofessionals can work one-on-one with students to reinforce learning strategies and ensure that they receive the accommodations they need.

Effective Communication: Regular communication with classroom teachers and specialists is essential to create a collaborative support system for the student.

Resource: The Paraprofessional's Guide to Dyslexia

# data[].attributes.body
IDAs Guide to Dyslexia: Dyslexia at a Glance

Dyslexia Basics: Dyslexia Basics-IDA

International Dyslexia Association: IDA Official Site

Dyslexia and Reading Disabilities: National Institute of Child Health and Human Development (NICHD)

Understanding Dyslexia: A Guide for Teachers and Parents: Understood.org

# data[].attributes.body
Technology can be a powerful tool to support dyslexic learners by making reading and writing accessible.

Examples:

Text-to-Speech Tools (TTS): Apps like Read & Write, Microsoft Immersive Reader, and Voice Dream Reader can read digital text aloud to support comprehension.

Audiobooks: Platforms like Learning Ally, Bookshare, and Audible provide access to thousands of audiobooks that help students engage with literature without struggling with decoding.

Speech-to-Text (Dictation) Software: Tools like Google Docs Voice Typing or Dragon Naturally Speaking allow students to express their ideas without the barrier of writing difficulties.

Explicit and Systematic Phonics Instruction:

Students with dyslexia benefit from structured, explicit phonics instruction that breaks down words into smaller, manageable parts. Teaching phonics in a sequential and repetitive manner helps build a strong foundation for reading and spelling.

# data[].attributes.body
Scaffolding provides step-by-step guidance to help students with dyslexia build reading and writing skills gradually. This approach ensures that they receive the support they need while becoming more independent over time.

Examples:

Graphic Organizers: Use story maps, Venn diagrams, and sequence charts to help students organize their thoughts before reading or writing.

Sentence Starters and Word Banks: Provide structured prompts and key vocabulary to assist with writing assignments.

Guided Reading: Work with students in small groups or one-on-one to model fluent reading and discuss the text to improve comprehension.

Chunking Information: Break reading and writing tasks into smaller sections to reduce cognitive overload and improve retention.

# data[].attributes.headline
Early Signs of Dyslexia (Preschool & Early Elementary)

# data[].attributes.subject
Early Signs of Dyslexia (Preschool & Early Elementary)

# data[].attributes.body
Dyslexia can often be identified in young children before formal reading instruction begins. Early intervention is key to supporting literacy development.

Common Signs:

Delayed Speech Development: Difficulty learning new words on forming sentences.

Trouble Recognizing Letters and Sounds: Difficulty remembering letter names and their corresponding sounds.

Difficulty with Rhyming Words: Struggles with recognizing or generating rhyming words like "cat" and "bat."

Trouble Learning the Alphabet or Numbers: Difficulty recalling sequences like the alphabet, days of the week, or counting.

Signs of Dyslexia in Older Children and Teens

As children grow, dyslexia may become more noticeable in academic tasks, particularly in reading, writing, and spelling.

Common Signs:

Slow or Labored Reading: Reads below grade level, skips words, or has difficulty sounding out unfamiliar words.

Spelling Difficulties: Mispells common words inconsistent ways _e.g., "frend" for "friend" one day and "fred" the next).

Struggles with Writing: Difficulty organizing thoughts on paper, frequent grammatical errors, or trouble copying from the board.

Avoiding Reading Activities: Shows frustration or reluctance to read aloud or complete reading-related tasks.

Poor Working Memory: Struggles to follow multi-step directions or remember what was just read.

Difficulty with Left and Right: Confusion with directions or letter orientation (e.g., reversing "b" and "d".

# data[].attributes.body
An Individual Education Program (IEP) is a legally binding document under the Individuals with Disabilities Education Act (IDEA) that provides special education services for students with disabilities, including dyslexia. An IEP is designed to meet a student's unique learning needs and ensure they receive appropriate instruction and support.

Key Features of an IEP:

Available only to students who qualify under IDEA as having a disability that impacts learning.

Includes individualized learning goals tailored to the students needs.

Provides specialized instruction, such as structured literacy interventions

Involves a team approach, including parents, teachers, special education staff, and school administrators.

Must be reviewed and updated annually to ensure progress.

Example: A student with dyslexia may have structured reading instruction, extended test-taking time, and audiobooks as part of their IEP.

# data[].attributes.body
A 504 Plan provides accommodations for students with disabilities under Section 504 of the Rehabilitation Act of 1973, ensuring they have equal access to education. Unlike an IEP, a 504 Plan does not provide specialized instruction but removes learning barriers so students can succeed in the general education setting.

Key Features of a 504 Plan:

Available to students with a physical or mental impairment that affects a major life activity (such as reading, writing, or focusing).

Focuses on accommodations rather than specialized instruction.

Can include classroom modifications, assistive technology, and extended test-taking time.

Developed by a team of educators, parents, and school staff but does not require annual academic goals like and IEP.

Reviewed periodically to ensure effectiveness.

Example: A student with dyslexia may receive extra time on tests, audiobooks, and preferential seating under a 504 Plan.

Key Takeaway:

An IEP is for students who need specialized instruction due to a learning disability.

A 504 Plan is for students who need accommodations but can learn in a general education setting.

Both plans help ensure that students with dyslexia get the support they need to succeed.

# data[].attributes.headline
Additional Resources for IEP & 504 Plans for Dyslexia

# data[].attributes.subject
Additional Resources for IEP & 504 Plans for Dyslexia

# data[].attributes.body
Understanding Dyslexia and IEPs

Article: Understanding Dyslexia and Its Impact on Learning

This article provides a comprehensive look at dyslexia, its symptoms, and how it can be addressed through IEP plans. It also discusses the role of parents in developing and advocating for an IEP.

# data[].attributes.attachment_link.readable_text
What Is Dyslexia?

Dyslexia (dis-LEK-see-uh) is a type of learning disability. A child with a learning disability has trouble processing words or numbers. There are several kinds of learning disabilities - dyslexia is the term used when people have trouble learning to read, even though they're smart enough and want to learn.

What Causes Dyslexia?

Dyslexia is not a disease. It's a condition someone is born with, and it often runs in families. People with dyslexia are not stupid or lazy. Most have average or above-average intelligence, and they work very hard to overcome their reading problems.

Research has shown that dyslexia happens because of a difference in the way the brain processes information. Pictures of the brain show that when people with dyslexia read, they use different parts of the brain than people without dyslexia. These pictures also show that the brains of people with dyslexia don't work efficiently during reading. So that's why reading seems like such slow, hard work.

What Happens in Dyslexia?

Most kids begin learning to read by learning how speech sounds make up words ( phonemic awareness) and then connecting those sounds to alphabet letters ( phonics). Then they learn how to blend those sounds into words and, eventually, they can recognize words they've seen many times before.

Reading is a little like riding a bike: it requires doing many things at once with precise timing. With practice, typical readers gradually learn to read words automatically so they can focus their mental energy on comprehending and remembering what they've read.

Kids with dyslexia, though, have trouble with phonemic awareness and phonics. So reading doesn't become automatic and stays slow and labored. When a child struggles with these beginning steps in reading, comprehension is bound to suffer and frustration is likely to follow.

A common assumption about dyslexia is that letters or words appear reversed - that "was" appears like "saw." This type of problem can be a part of dyslexia, but reversals are very common among kids up until first or second grade, not just kids with dyslexia. The major problem for kids with dyslexia is in phonemic awareness, phonics, and rapid word recognition.

What Are the Signs of Dyslexia?

In preschool and elementary school kids, some signs of dyslexia can include problems with:

learning to talk

pronouncing longer words

rhyming

learning the alphabet sequence, days of the week, colors, shapes, and numbers

learning letter names and sounds

learning to read and write his or her name

learning to identify syllables (cow-boy in cowboy) and speech sounds (phonemes: b-a-t in bat) in words

sounding out simple words

reading and spelling words with the correct letter sequence ("top" rather than "pot")

handwriting and fine-motor coordination

Older kids, teenagers, and adults might have these same signs of dyslexia and probably also will:

read and spell far below grade level

avoid reading and writing

work slowly on reading and writing assignments and tests

struggle with learning a foreign language

How Is Dyslexia Diagnosed?

When dyslexia is diagnosed, it is usually discovered during elementary school. In some cases, it doesn't become apparent until a child is older and is expected to read and comprehend longer and more complex material. Continuing problems with advanced reading and spelling may be signs that a bright teenager has dyslexia.

Dyslexia can only be formally diagnosed through a comprehensive evaluation by a reading specialist or psychologist, either at school or in the community. Pediatricians often know the signs of dyslexia and can guide families to proper help.

Delaying help for kids with dyslexia can create a bigger reading problem and a drop in self-esteem. So it's important to recognize symptoms early in elementary school and begin specialized reading instruction right away.

How Is Dyslexia Managed?

Fortunately, with the proper assistance and help, most kids with dyslexia are able to learn to read and develop strategies that allow them to stay in the regular classroom.

They usually work with a specially trained teacher, tutor, or reading specialist to learn how to read, spell, and manage the condition. Your child's teacher, psychologist, or pediatrician may recommend an academic therapist - also called an education therapist or an academic language therapist - who is trained to work with kids with dyslexia.

In the United States, federal laws entitle kids with reading and other language-based learning differences - collectively known as "specific learning disabilities" - to special help in public schools, such as specialized instruction, extra time for tests or homework, or help with taking notes. States vary in how these laws are implemented. Parents should discuss these laws and accommodations with school staff.

What Else Should I Know?

Kids with dyslexia may feel that they're not as smart as their peers because it's hard to keep up. As they move through elementary school, problems can get worse as reading becomes more important to learning. As a result, kids may lose interest in school.

Kids who have difficulty often avoid reading because it's hard or stressful. So they miss out on valuable reading practice and fall farther behind their classmates.

It's important to support your child's efforts by encouraging and assisting in reading at home. Also try to give your child opportunities to build confidence and have success in other areas, such as sports, hobbies, music, art, and drama. Artists, athletes, scientists, entrepreneurs, doctors, lawyers, and statesmen all have been able to achieve great things despite trouble with reading.

If you think your child might have dyslexia, talk with your doctor, your child's teacher, or a reading specialist. The sooner a reading problem is found, the sooner your child can get the proper help.

# data[].attributes.attachment_link.title
Understanding Dyslexia (for Parents) - Nemours KidsHealth

# data[].attributes.attachment_link.description
Dyslexia is a learning disability that makes it hard to learn to read and understand written language. Even kids with average or above-average intelligence can have dyslexia.

# data[].attributes.body
Video: 504 Plans: What Are They and How Do They Work?

This video offers a clear, easy-to-understand explanation of 504 Plans and how they can support students with dyslexia in the classroom.